Meeting the Needs of Diverse Learners: LAT teams COST teams SST teams IEP teams.

Meeting the Needs of Diverse Learners:

• LAT teams• COST teams• SST teams• IEP teams

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Language Appraisal Team: Language Delays v. Learning Delays

Purpose of the LAT “The Language Appraisal Team (LAT) ensures that appropriate instruction, support and intervention strategies are provided to accelerate the language progress of all English Learners (ELs) including Long Term English Learners (LTELs) and avoid over-identification for special education services. The LAT also ensures that Reclassified Fluent English Proficient (RFEP) students continue to make progress and achieve academic proficiency after reclassification.”

Source: LAT Handbook

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Universal (All Students)

School-wide, Culturally Relevant Systems of Support

(75-85% of students)

Selected(At-risk Students)

Classroom, Family, & Small Group Strategies


Targeted/Intensive

(3-5%)

(High-risk students)Individual Interventions

3 Tiered Approach to Intervention

Adapted from Sprague & Walker, 2004

*Incentive Programs *Clear Expectations*Positive School Climate*Instructional program

*LAT Team Meetings * Asset Building

*COST Team Meetings *Individual Student Plans *Instructional Supports *Documentation & Monitoring

*Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management

LAT Referral Process: Tier 1 Intervention

Source: LAT Handbook 2013-2014

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LAT Monitoring Functions• Monitoring the Academic and Linguistic Progress of English

Learners• Recommending Interventions for English Learners

(preferably before COST/SST referral)• Reviewing Progress of ELs in Meeting Reclassification

Criteria• Monitoring Progress of RFEPs and Recommending

Interventions• Providing Guidance for ELD Setting and Instructional

Strategies for LTELs

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LAT Membership

7

LAT MembershipRole and Responsibilities of Parent/Legal Guardian• Advocate on behalf of the student• Provide input regarding the student’s personal background and any

additional information about the child that may assist the LAT in making informed decisions, including the student’s language history

• Invite additional individuals for support, if desired• Work together with the team to continue to support their child’s

progress

• NOTE: Due to student confidentiality, the school will only invite the parent/guardian of the student being considered.

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LAT Handbook Resources

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Who are our students with disabilities?

LAUSD Students with Disabilities (SWD) 82,765*

% of LAUSD students with disabilities 13%% of students with Specific Learning Disability (SLD) 47%

SWD Basic or above on CST English Language Arts (2013)

43%

SWD Basic or above on CST Mathematics (2013)

38%

SWD graduated with a high school diploma in 2011-12

49%

Data based on CASEMIS and LAUSD MyData

* Increase of 550 students from 2011-12

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English Learners in LAUSD LAUSD Total

Students

655,494

Total ELs170,797

26%

Students with Disabilities

82,765

Total EL SWD36,936

45%**More than 90% of LAUSD EL SWD are LTELs 2011-12

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Disabilities & Language• Students with disabilities can still learn language• The disability may impact the language learning,

but they still need access to language development

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COSTCoordination of Services

Team

DEFINING THE ACRONYMS

SPECTRUM OF INTERVENTION

AcademicSupports

Attendance Supports

Attitude behavior

social-emotional

SupportsSuccessful

Student







Targeted/Intensive

(3-5%)




*Incentive Programs *Clear Expectations

*Positive School Climate *Instructional program * Asset Building

*Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring


HOW SHOULD STUDENTS BE IDENTIFIED?

COSTTeam reviews data and referrals

and makes decisions

DATA REVIEWAttendance

AchievementAttitude

(behavior, social-emotional)

REFERRALTeacherParents

Support StaffAdministration

Students needing support

LAUSD Multidisciplinary Team Support (09/09)

BASIC SCHOOL MODEL

SCHOOL-WIDE C*O*S*T Members come from representatives

from ALL programs at school

SSTCore Team members & Supporting Members

that attend as needed

School-wideData Collection

MonitoringEvaluation

SST meetings are scheduled after classroom interventions unsuccessful

REFERRALSMakes Decisions

Intensive Support

Large School Team Structure

SCHOOL-WIDECOST

COST 1Small number

of team members

COST 2Small number

of team members

COST 3Small number

of team members

SST COST Team members

&Supporting Members that attend as needed

SST meetings are scheduled ONLY by COST team – usually after interventions unsuccessful

WHO MIGHT BE ON THE COST ?

COSTTeam reviews data and/or referrals

and makes decisions

ASSISTANTPRINCIPALS

LITERACY &MATH

COACHES

PSW

PRINCIPAL

PSA

COUNSELOR

INTRVNTNCOORD.

TITLE ICOORD.

NURSE

ELCOORD.

TEACHERS

PSYCH.

BRIDGECOORD.


DEAN

Problem solving

Linkage & Connection

Develops an action plan

Delivery of services

Development of resources

WHAT IS THE PURPOSE OF COST AND SST?

COST and SST are not:A way to get students into Special Education

Parent Conferences

WHAT COST AND SST ARE NOT:


SCHOOL-WIDE EVALUATION data review, school-wide problems, gap

analysis

IDENTIFICATION OF STUDENTSdata, screening, anecdotal evidence, referrals

INTERVENTIONStriage, referral to program/person, strategies

MONITORING/DOCUMENTATIONcase management, data collection,

evaluation

FUNCTIONS OF COST

Reviews data and screen referralsMakes decisions and develop action plans around student needs (triage)

Respond to persons making referrals

Monitors progress

WHAT DOES THE COST DO REGULARLY


AS THE CHALLENGE ESCALATES, THE NEED FOR TEAMWORK ELEVATES.

JOHN C. MAXWELL

LAUSD Multidisciplinary Team Support)







Targeted/Intensive

(3-5%)




*Incentive Programs *Clear Expectations

*Positive School Climate *Instructional program * Asset Building

*Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring


COSTCoordination of Services

Team

SSTStudent Success Team

DEFINING THE ACRONYMS

A school site team should include the parent and student in a positive problem solving intervention process, as well as teachers and staff.

WHAT IS A STUDENT SUCCESS TEAM?

FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT

Develop an individualized plan of support

Have scheduled follow-up meetings

(See Worksheet)

STUDENT SUCCESS TEAM

CORE TEAM MEMBERSAttend all SST meetingsSupport/manage process outside the

SST meetings

ADDITIONAL TEAM MEMBERSInvited to attend specific SSTs

Referring Teacher Coordinators Itinerant Staff

WHO IS ON THE TEAM....

HOW SHOULD STUDENTS BE IDENTIFIED?

SST CoordinationCore Team reviews data and referrals

and makes decisions

DATA REVIEWAttendance

AchievementAttitude

(behavior, social-emotional)

REFERRALTeacherParents

Support StaffAdministration

Students needing support

Support Teacher Hold SST Try intervention

Often a COST

process

Facilitator-Directs the meeting, stays positive

Recorder-Responsible for group memoryTime Keeper-Maintains flow of meetingMessenger – Informs referring party & others needing information about decisions made and actions planned

Team Member (ALL)-Positive, unselfish contributor, takes on actions

TEAM ROLES

It is a good idea to rotate

roles to strengthen all

team members’

understanding of the group

process.

InformationModificationsConcernsStrategiesActions

Strengths THE SST

MEETING PROCESS

It’s all about the student

Team meets for approximately 30-45 min.Specific Roles and Protocols are followedTeam Discusses:- Strengths - History - Present ModificationsList Concerns, Brainstorm InterventionsDevelop an Action PlanSchedule Follow-Up Meeting

WHAT HAPPENS AT A SST MEETING?

Try to use process for gathering information:

HealthHome (Who lives there, Amount of TV, Bedtime, Routines)

Attendance (History and Current)Academics (History-use cum and comments, Current data)

Behavior (classroom, yard, learning styles, home)

Other Information

STUDENT INFORMATION

What has been tried already both inside and outside of classroom

Make sure to indicate:SuccessFrequencyLength of time attemptedData if available

STUDENT MODIFICATIONS

The Plan is put into actionClassroom teacher implements new strategies

Parent begins new routinesStudent takes part in actionsSupporting Staff provide servicesEVERYONE DOCUMENTS WHAT THEY ARE DOING

WHAT HAPPENS AFTER THE MEETING?

FOLLOW UP MEETINGSUsually within 4-6 weeks of last meetingTeam gathers to present data from specific actions

Everyone evaluates:Fidelity and consistencyProgress of student

WHAT HAPPENS AFTER THE MEETING?

Increased parent involvement

Improved teacher instruction

Builds a community within school

A Plan to support students and families

Increased student achievement

Prevent problems from escalating into something more diffi cult to deal with.

POSITIVE OUTCOMES OF HAVING SST

Least Restrictive Environment (LRE) The law states:

Students must be educated in the general curriculum and/or Participate in activities with other students who are not disabled To the maximum extent appropriate

Include any necessary accommodations, modifications, and/or supports to involve student in general education curriculum

Explain how often student will not participate in general education curriculum

The IEP and You, p. 4-5

Continuum of placement options General education classroom with in-class special

education support (RSP) General education classroom with out-of-class special

education support Special education classroom (SDP) Special Education Schools / Career and Vocational

Centers Nonpublic school (NPS) Home/Hospital State residential school


Least Restrictive Environment (LRE)

Frequency of IEP Team

Meetings Initial

Annual

Three-year

IEP Timelines• 60 days after parent signature

and consent on Assessment

Plan

• 30 days after parent requests

• 30 days for students new to the

District who are receiving special

education services

• At a minimum of once per year

Parent Notification of IEP Team Meeting

10 days prior to IEP meeting

Date, time, & location

Purpose

Participants

Parents may:

Attend, reschedule or consent to proceed with

the IEP in their absence

Request an interpreter

Request copies of assessment reports before

the IEP meeting

Ask that independent education evaluation

(IEE) be considered

Sign & return notification form to school

Before the IEP Team Meeting Look at recent information about your child’s progress Review your child’s current IEP Go over important information that you want to share at the IEP

meeting Give copies to the school of any recent private evaluation reports

you want to share with the IEP team Talk to your child Visit your child’s school and meet with teachers to talk about your

child’s progress

The IEP and You, p. 2

Before the IEP Team Meeting Write down questions you want to ask, thoughts, and/or concerns Review and return the “Notification to Participate in an IEP Meeting” Fill out a “Parent Request for Reasonable Accommodations” form Review “A Parent’s Guide to Special Education Services (Including

Procedural Rights and Safeguards)” Review the “ITP and You” if you have a child 14 years or older


School’s staff responsibilities: Arrange for an interpreter Invite District IEP team members, as needed Ensure school staff are prepared and will attend the IEP team

meeting

During the IEP Team Meeting Parents should:

Share information about your child Ask questions or ask for explanations of special

education terms that you do not understand Help in the design of an educational plan to meet

your child’s individual needs IEP document will be developed, reviewed, and/or

revised


During the IEP Team Meeting

Required participants Parent/guardian School

administrator/designee Special education

teacher General education

teacher

The IEP and You, p.3

Additional participants Others with knowledge or

special expertise about your child

Child, if appropriate Representatives from

outside agencies Interpreter, if requested

Excusal from IEP team meeting, with parent consent

Use of an Oral Interpreter Parents are encouraged to:

Introduce yourself to interpreter Sit next to interpreter Procedures for using interpreter will be explained Ask questions when you require clarification Make notations or write questions

Interpreter is communicator of information Role of interpreter is neutral Refrain from sidebar conversations (opinions) Speak one person at a time Maintain eye contact and refer comments to appropriate IEP team

member

During the IEP Team Meeting

Distribution of documents: “The IEP and You”

“A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards)”

“The ITP and You”, if your child is 14 years or older


During the IEP Team MeetingSample Agenda

Start-up Welcome/Introductions Signatures of people present Overview/Purpose of Meeting/Time Constraints Ground Rules Decision Making Process Parent Rights

IEP Development Present Levels of Performance Eligibility Recommend/Establish Goals & Objectives Supports & Services Placement in the LRE Offer of FAPE Consent Next Steps


The IEP Document Present levels of performance (PLP) Eligibility for special education services Measurable goals and objectives

Progress reporting Special education services Related services Accommodations/modifications Supplementary aids/supports Delivery of services State/District assessments Master Plan for English language learners Individual Transition Plan Transfer of rights


Age of Majority – 18 years

Parents make decisions about the student’s educational program until age of 18.When the student turns 18, educational rights transfer to the student.Parents and students must be informed of this transfer of rights.

This is documented on the IEP/ITP at least one year before the student turns 18.

At the Conclusion of the IEP Team Meeting

Administrator/Administrator designee will: Summarize decisions Offer free appropriate public education (FAPE)

Parents may: Consent to IEP

Sign and date OR May take home IEP to review before signing

Disagree with the IEP Clarify areas of disagreement and agreement Try to work out the disagreement Document comments/concern



Disagreements: Parent may disagree with any part or all of the IEP School staff will again review your rights If you agree with certain sections of IEP, those services can

begin with your written consent

IMPORTANT!

No part of the new IEP will be implemented without your written consent

Options for Disagreement

The Dispute Resolution Process Informal Dispute Resolution Mediation Only Due Process

If an IEP is not being implemented File a State Complaint


Parents will be: Provided with a copy of IEP

An offer to translate IEP will be made Provide Parent Input Survey

School will: Implement IEP or parts you consent to Distribute copies of IEP Provide progress towards IEP goals and objectives at site

determined reporting periods Review the IEP at least once a year


Parent Resources

Community Advisory Committee (CAC) 1-213-241-6701

Complaint Response Unit/Parent Resource Network (CRU/PRN) 1-800-933-8133


Meeting the Needs of Diverse Learners: LAT teams COST teams SST teams IEP teams.

Documents

Transcript of Meeting the Needs of Diverse Learners: LAT teams COST teams SST teams IEP teams.